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The effects of metacognition on online learning interest and continuance to learn with MOOCs
ARTICLE

, Department of Applied Chinese Language and Culture, Taiwan ; , Master Program in Teaching Chinese as a Second Language, Taiwan ; , , Department of Industrial Education, Taiwan

Computers & Education Volume 121, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Developments in technology have made online teacher training applicable to MOOCs, but the validation of MOOCs presents some challenges, including the high dropout rate and low continuance intention to learn via MOOCs. The purpose of this study is to propose a unified model integrating metacognition and learning interest to investigate continuance intention to learn via MOOCs. Data of 126 respondents were collected and subjected to confirmatory factor analysis. Furthermore, the relationships were tested with structural equation modeling and the results revealed that metacognition was positively related to three levels of learning interest (i.e., liking, enjoyment, and engagement). The three levels of learning interest were positively related to continuance intention to use MOOCs. The findings imply that enhancing learners' metacognition can contribute to increased online learning interest and continuance to learn with MOOCs, thereby reinforcing the benefits of developing teacher training programs via MOOCs.

Citation

Tsai, Y.h., Lin, C.h., Hong, J.c. & Tai, K.h. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121(1), 18-29. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.02.011

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